**6. Practice architecture**

This study used a practice-theoretical theory to investigate what happens in the change process. Mahon et al. [41] argues that everyone participates in different practices daily without reflecting on them. According to Mahon et al., it could be practices like teaching, painting, or cooking. Practice can be described in varying ways depending on which theoretical perspective it is based on, and according to Schatzki et al. [42], an internship exists in a specific context (site), such as a school activity. This means practice is bound to a space and must be studied in its context. Schatzki [43] points out that practices can change and contain different activities related to time and space. For example, the change preschools face in terms of knowledge about children's well-being in the daily activities in preschool. The perspective of practice is thus understood as something that consists of the activities of individuals, and that includes what is: (1) said (statements, thoughts), (2) done (actions and actions in various forms), (3) relates (different ways in which individuals relate to each other) and, in summary, a practice is made up of the speaking, doing and relating that exists in a common goal or project [41]. The three arrangements expressed by Mahon et al. [44] involve each other and form architectures of practice that can both limit and enable practice. In this study, cultural-discursive arrangements influence what is said and thought (sayings), for example, language and the discourses, i.e., the communication and reasoning used within a practice. These arrangements can influence by hindering or promoting what is possible to say and discuss in a specific context and place at a particular time. It can also be considered resources available to practice. Examples include the language spoken and discourses in national documents. The material-economic possibilities affect what is possible to carry out (doings) in a physical dimension. A school with limited access to training pedagogues can limit the opportunities to teach a subject qualitatively. The resources can enable or restrict what can happen in practice via actions by influencing what, when, how and by whom something can be implemented [45]. The social-political arrangements affect how individuals relate to each other (relating). For example, politicians influence teachers' actions by deciding on governing documents for the school. Likewise, hierarchies and power can affect an organisation. Examples include autonomous teachers, formal leaders and how a school's infrastructure affects opportunities for collaboration and exchange of experience [45]. Schatzki [43] emphasises that all social life is part of the practice and, according to the researcher, social reality includes a network of practices that are not isolated from other practices. A practice is affected by other practices and affects other practices, something that Kemmis et al. [46] term ecologies of practices indicate. Among the central concepts in practice architecture, the project is also

essential in the theoretical framework. A project in a practice is the intention that the participants try to achieve, the purpose of the practice. What is said/done/related is connected to specific projects and constitutes the purpose of the practice according to the theory of practice architecture [46]. Practice is defined by saying, doing, and relating in a specific context and in a particular place and can be told to answer the question What is happening here? [38, 46]. In summary, practice architecture is the conditions and prerequisites that enable and limit what happens in practice. According to Mahon et al. [44] a practice-theoretical starting point is appropriate when it comes to understanding and developing a practice.
